Developmental activities for children 2, 3, 4 years old, notes, tasks

The mission of developmental classes in the first and second junior groups

Development is an important component of the goals of any educational course practiced with kindergarten students. Moreover, certain aspects of development are an obligatory part not only of direct educational activities (DEA), but also of routine moments and entertainment. Therefore, considering the goals and objectives of development classes in such a broad sense, it is appropriate to talk about the mission of this area as a whole in a preschool educational institution (DOU). The goals and objectives of development classes are determined by strategies for changing the psychological and pedagogical characteristics of children of the first and second junior groups.

Developmental goals are determined by the age characteristics of children 1.5–4 years old

Goals of development classes with children 1.5–3 years old

The essence of development classes in the first junior group is determined by the development of three fundamental life acquisitions for children 1.5–3 years old - upright walking, speech and object interaction. This:

learning to manipulate various objects, understanding their purpose (during games);
formation of the ability to understand and use speech in communication (expanding the passive vocabulary, gradually transforming it into active);
nurturing a collective spirit (even taking into account the fact that children of the first junior group act and play not together, but side by side, they see that all types of work are performed simultaneously and the tasks are the same for everyone).

Goals of development classes with children 3–4 years old

In the second junior group, the strategy for achieving the goals set in the last academic year continues. At the same time, the emphasis, due to the fact that at 3–4 years old children master an extensive complex of sounds and grammar of the language, is placed on the development of speech:

including children in dialogue (with adults, with each other);
stimulation of curiosity as a means of understanding the world (due to their age, children constantly ask the question “why”, which adults should never ignore);
understanding the benefits of group games (fun, interesting, new).

The objectives of developmental classes depend on the educational field within which they are considered.

If in the first group the main indicators of development are the development of upright walking, speech and subject interaction, then in the second the emphasis is on the development of communication skills and the ability to work not side by side, but together

Table: main tasks of developmental classes in the first and second junior groups

Educational area	Tasks for the first junior group	Tasks for the second junior group
Cognition	Obtaining primary knowledge about yourself (gender, name), as well as about your family members (names, degree of relationship); acquaintance with the objects of the surrounding reality (kindergarten, canteen, first-aid post); developing the ability to explain the purpose of familiar objects (color, shape, material); familiarization with numbers up to 5 and elementary geometric shapes (circle, square, triangle); stimulating curiosity (for example, in relation to searching for pictures of the first spring flowers after looking at a bouquet of snowdrops in a group).	Expanding knowledge about yourself (full name, age, address); enriching ideas about the world around (familiarity with the concepts of planet, country, city); developing the ability to describe objects according to a set of sensory qualities; mastering the concepts of more, less, equally; learning to count to 5; enriching ideas about geometric shapes; broadening their horizons (by introducing elements of a heuristic approach into the lesson, when kids, for example, themselves select cards with birds from a set of pictures with images of animals).
Social and communicative direction	Accustoming oneself to maintaining neatness independently (through mastering table manners and washing); involvement in maintaining order (for example, children help the teacher put away toys); highlighting the advantages of playing with peers (for example, you can play with a friend’s favorite car if you take turns rolling it); developing the ability to guess the mood based on characteristic external signs (for example, the girl’s smile in the picture means she’s in a good mood).	Continuing to work on introducing neatness and helping to maintain cleanliness in the room (children help wipe off dust, take out or put away equipment for cleaning the group); expanding the range of types of games, including the beginning of mastering games with rules (for example, outdoor games “Catch-up” or “Hide and Seek”); active use of partner games (children understand that playing together, and not just next to each other, is more interesting, which is also facilitated by the level of speech development).
Speech development	Encouraging the child to engage in verbal interaction (for example, when the teacher “does not understand” what the child is trying to convey to him, provoking him to make a statement); work on mastering sound pronunciation (vowels, “p”, “b”, “m”, “f”, “v”, “t”, “d”, “n”, “k”, “g”, “x” , "th"); enrichment of passive vocabulary by topic (for example, by showing children pictures with images of the signs of the seasons, the teacher ensures that children combine the words “winter”, “snow”, “New Year” or “autumn” and “leaf fall” into separate blocks) .	Mastering the scale (normally, by the age of 4, a child should pronounce all sounds except “l” and “r”), as well as grammatical norms of the language (word agreement in sentences, ways of forming the plural; enriching speech with words-names of baby animals (chicken, kitten, etc.); development of the ability to answer questions in detail.
Physical development	Learning to coordinate body parts when performing exercises with one type of physical activity (running only or jumping only).	Continuation of work on training coordination of movements, but in exercises with 1-2 changes of actions (from walking to running or from walking to squats, and then to jumping).
Artistic and aesthetic development	Learning to use pencils, felt-tip pens, paints and hold writing objects correctly; familiarization with plastic materials (plasticine, clay), rolling them into “sausages”, “balls”, “flat cakes”; developing the correct posture while working.	Mastering simple types of appliqué (for example, creating a snowman figure or blank circles); the use of color in accordance with the image of the depicted object (for example, children paint the sun yellow, the sky blue); mastering non-traditional drawing techniques (with fingers, cotton swabs); developing the skill of creating simple figures from plastic materials (making a mushroom from a “ball” and a “sausage”).

This is interesting. In the second younger group, the adult becomes a role model for the child, and the desire to copy his actions conflicts with the real capabilities of the little person. The resolution of this internal conflict is facilitated by role-playing games, in which the baby can play the role of a doctor, teacher, mother or father.

Role-playing games help children try on the role of an adult

Junior group. Early childhood, nursery. Children 1-4 years old

Summary of the open lesson “A Journey to Baba Masha’s Garden. Autumn changes in nature" in the early age group Synopsis of the IOS game "Journey to the garden to Baba Masha"

For early age group No. 1 Goal: to create conditions for the formation of children's ideas about autumn changes in nature. Objectives: Educational: introduce children to autumn signs of nature, teach them to recognize vegetables by...

Open lesson on FEMP "Journey through the fairy tale "Kolobok" (second junior group) Open lesson on FEMP Travel through the fairy tale "Kolobok" (second junior group)

Kuzmenko Elvira Age group: second junior group. Goal: to create conditions for the development of cognitive abilities using the example of the fairy tale Kolobok.” Objectives: Educational: - consolidate concepts...

Types of development activities in younger groups

According to the Federal State Educational Standard (FSES), children aged 1.5–4 years old are provided with educational activities aimed at developing:

intelligence;
emotional-volitional sphere;
attention;
speeches;
basic movements;
creative abilities;
cultural and hygienic skills (CHS);
moral and patriotic feelings.

In classes at preschool educational institutions, children learn colors and shapes in a fun way, and also develop creative abilities.

These development vectors in working with children aged 1.5–3 years are implemented in classes on:

familiarization with the environment (once a week);
speech development (once a week);
formation of elementary mathematical concepts (FEMP) (1 time per week);
physical education (2 times a week);
fine arts, which includes drawing, modeling and design (once a week);
music (2 times a week).

This is interesting. This distribution of hours complies with the requirements of the Federal State Educational Standard and the “From birth to school” program, adopted as the basis in most kindergartens in the country.

In the second junior group, 1 hour of design time is added to the list of activities. Otherwise the timing will be identical. However, for pupils aged 3–4 years, the following hours may be included in the educational process:

choreography (1 or 2 hours);
with a speech therapist (usually these are group lessons, individual lessons begin in the middle, when the entire scale has already been formed);
English language;
environmental education.

This is interesting. The last two courses in the “From Birth to School” program are included in the elective part, which allows you to organize circle work in these areas.

Developmental tasks for all types of classes are the same; depending on the nature of the educational activity, only the emphasis in the work changes

In what form should lessons be taught?

Classes for children under 5 years of age should be held exclusively in the form of games. This is necessary due to the mental characteristics of the baby, because play is the leading activity for him. This age already allows the baby to come up with stories, play actions, and act as a director, that is, he himself comes up with the rules of the game.

The game form of educational activities is most suitable for children 3-4 years old

A gaming atmosphere can be created through bright, colorful and interesting materials. This is what you need to focus on when choosing books. Books must have clear and colorful pictures. Black and white illustrations can bore your little one, and too bright and bright colors will distract him.

The necessary emotional background can be created through the toys that come to the lesson: “Pinocchio came to us today and brought different figures.”

You can also encourage children to compete, for example, who can choose circles and squares from a variety of geometric shapes the fastest.

Naturally, you shouldn’t forget to praise the baby.

Methods and techniques for the development of younger preschoolers

When developing development activities, the teacher actively turns to a collection of techniques (tools) within the framework of the methods used in the work.

Table: techniques for development classes with children 1.5–4 years old

Method	Techniques	When and what can it be used for?	Example (group)
Visibility	Showing an object	When introducing the topic in all types of classes.	Pictures illustrating the theme “Pets”, which show adults and their cubs (the first younger group). Posters with images of numbers (first and second minor).
	Sample Show	When practicing a practical skill. As a rule, in art classes.	Before giving the task to the children of the second junior group to draw a dandelion with cotton swabs, the teacher shows pictures drawn using this technique.
	Showing methods of action	In order for children to remember the order of movements in an outdoor game or the course of action when creating “balls” from plasticine, the teacher himself shows the process of execution.	In the first junior group, this technique is also actively used when conducting role-playing games: children do not have the experience necessary for them, therefore, in order to show how a cashier in a store or a doctor behaves, the teacher depicts these concepts in the form of a riddle that the kids will ask to your classmates.
	Use of technical training aids (TSO)	Multimedia projectors; laptops.	For example, in the first junior group, when teaching children how to wash their hands correctly, you can watch the “Octopus” series of a cartoon about kids.
Speech methods	Story	Typically used to motivate children before a particular activity.	For example, to introduce children of the second younger group to the topic “Elementary Figures: Square,” before laying out a square from counting sticks, I tell the story of how the evil Baba Yaga wanted to harm the good Tsar Square and broke his figurine on the table. Children help Square by stacking “him” on the tables.
	Conversation (full use is possible only from the second junior group, when the children already have a little experience and a rather large vocabulary).	It is usually used at the beginning of a lesson to motivate children.	For example, we start the topic about family with children aged 3–4 years by answering the questions: What are the names of your moms and dads? How do you understand what a patronymic is? and so on.
	Rhymes (poems, riddles), proverbs.	Riddles and poems are used for motivation, and pure sayings for practicing sound pronunciation.	For example, before considering the topic “Triangle” in the first junior group with our students, with the help of riddles, we repeat the already learned figures - a circle and a square: Three peaks, Three corners, Three sides - Who am I? (Triangle). All four sides are the same length. I'm glad to introduce him to you. And his name is... (Square).
Practical methods (designed to solve organizational issues in lesson planning)	Scheduling tasks	It is very important that the tasks are logical and competent: presentation of new material, its connection with what is already known, practice, consolidation.
	Formulation of the problem	The new task should logically continue the work started earlier. For example, consideration of the topic “Birds in autumn” in the second junior group is a continuation of the topic “Birds” started in the first junior group.
	Analysis of work results	Monitoring is necessary to build a strategy for the development of children and compile lesson notes.
	Control and correction	An appointment is necessary in order to start working with a specialist on time. For example, if a baby does not simply miss a sound without pronouncing it, but replaces it, that is, in his mind one sound has been replaced by another, and the situation itself will not change.
	Determining the causes of deficiencies and developing a project to correct them	If children's mistakes are not corrected, learning new material will be difficult. If you do not track the time at which sounds appear, you may miss the moment when a complex sound is replaced. And this, in turn, significantly reduces the likelihood that a sound that the baby cannot pronounce will appear.
Informative-receptive method (the teacher presents an information block, and the children try to comprehend it)	Observation	Children on a walk observe seasonal changes and discuss them.
	Excursions	This technique is not practiced in all preschool educational institutions. Involves observation and discussion of presented objects.
Heuristic	Children independently search for information on a particular issue. In the first younger group it is not used, and in the second only if parents are included in the educational process. For example, using the task to create a family tree project.
Games (the main activity for children)	Didactic; movable; role-playing (theatrical), finger-acting.	In didactic games, children enrich their life experience, for example, they receive information about the division of animals into domestic and wild. Mobile ones expand motor experience, for example, kids learn to switch from running to walking and vice versa. In theatrical games, children try on different roles and highlight fundamental features in them: facial expressions, gestures, words in speech, etc. Finger exercises help train fine motor skills, which speeds up the process of speech development. You can see examples of different games for younger preschoolers here.
Method of practical tasks (most often they are a form of reflection on a particular topic)	Drawings; applications; crafts.	For example, familiarization with the number “1” in the first junior group can be summarized by appliqué or painting the template with paints and fingers or traditionally with a brush.

Video: kids talking about hand washing in the “Octopus” series

Design of a subject-development environment in the group

An important component of the group of visual techniques is the subject-development environment, the design of which for children 1.5–4 years old has a playful orientation. At the same time, the content of each of the zones for younger preschoolers does not differ significantly.

This is interesting. Materials can be either factory-made or home-made.

Table: varieties and content of subject development zones for younger preschoolers

Purpose of the corner	What is included
Sports	Balls of different sizes, including hedgehog balls for finger exercises; skittles; jump ropes; mats for exercises and exercises after sleep.
For creative activity	Sheets of writing and colored paper; pencils, paints, felt-tip pens; a solid basis for an exhibition of children's work. For children 3–4 years old, the list is supplemented with glue and scissors.
Game	Dolls (for the games “Mothers and Daughters”, “In the Store”); toys (divided into boys’ toys, for example, “In the car”, for girls – hairdressing accessories, general – animals, gurneys, etc.); board games (for example, lotto “Animals”, “Birds”); puzzles with 4 or 6 pieces (the second youngest has 8 pieces); pyramids; materials for construction.
Musical	Audio and video materials on the topics “Seasons”, “Toys”, “Family”, etc.; TSO (TV, multimedia projector and tape recorder).
Speech	Thematic pictures; materials for speech games (for example, pictures of two halves for composing and naming whole images); poster with the alphabet.
Book (often located together with the speech development zone)	4–6 books with fairy tales, collections of children's rhymes, etc. according to the program (Russian folk tales, works by K. Chukovsky “Fedorino Grief”, “Moidodyr”, “Aibolit”, poems by S. Mikhalkov, A. Barto, etc.).
Mathematical	Sets of counting sticks; cubes with images of animals, letters, numbers.
Experimental Activity Zone	Exhibitions made from natural materials of unusual shapes or interestingly designed (chestnuts, acorns, ikebana trees made of autumn leaves). For children 3–4 years old, observation tools, such as a magnifying glass, can be added.
Corner for construction from the designer	Designers made from multi-colored parts.
Wildlife Zone	Houseplants; small watering cans.
Labor education corner	Approved from the second junior group. It includes: cleaning aprons; children's duty schedule; brooms, dustpans.

In the second junior group, the subject-development environment is supplemented, but does not change completely

Choosing a time and place to work

In order for developmental activities for 4-year-old children to produce results, they must be regular. It is advisable to choose the same time and place at home. When choosing a time, it is necessary to take into account that the little one is alert, well-fed and active. You should experiment to see which time is most suitable.

Psychologists recommend in the morning or after a nap. You need to try to make work part of your daily routine.

Many parents wonder how long they should spend with their baby. The structure of the brain and the development of self-control in a 3-4 year old child allow him to withstand 15 minute lessons. However, with proper work and adaptation to the exercises, some children can easily withstand at least half an hour.

The first lessons should be no longer than 15 minutes

The first lessons usually do not exceed 10 minutes; you need to start small. As soon as the baby adapts, you can slowly increase the time, first up to 15 minutes. If he calmly endures it and remains cheerful and cheerful after that, then you can try increasing it to 20 minutes.

When choosing a place for daily work, first of all you need to pay attention to convenience. The workplace should be comfortable for both the baby and his mother, maybe it is a high chair with a table or a rug on which work takes place.

Methodology for conducting development classes in junior groups of preschool educational institutions

Since there are developmental goals in every lesson in kindergarten, it is possible to identify, and therefore trace, the general line of implementation of this area of work with children using the daily planning of children’s activities.

Table: example of daily planning in the first junior group (fragment)

Author	Krasikova O. Yu., teacher of the combined type MBDOU No. 106, Angarsk, Irkutsk region.
First week of September
date	Morning	Walk	Evening
Monday	Meet the group. During the appointment, pay special attention to children who have a hard time parting with their parents, are capricious and cry for a long time. Outdoor game (F/n) “Fingers say hello.” Goal: development of speech, memory and fine motor skills. Offer the children a game with a dog that barks. Play out a scene with a dog, then sing a song about a dog. Learn to remember the location of toys in a group and put them in their place.	Watching the wind, how the wind blows, trees sway, leaves fall to the ground. P/i "Moth". Goals: step over piles of sand, developing the ability to overcome a small obstacle on the way; learn to wipe your feet. Remote material: cars, dolls, scoops, buckets. Help children get involved in the game, create a plot for the game “Doll Tanya is coming to visit.” Show how to make Easter cakes for a doll.	Introducing children to the doll corner. Goals: review the available dolls with the children, calling them by name; show the children how and what we will feed them, after asking the children where the doll will sit and what it will eat from. During meals, ensure that children are seated correctly at the table. Learn correctly, hold a spoon and a mug, eat and drink without spilling. Conversations with parents about the behavior of children at home in order to identify the best experience of family education.
Tuesday	Greet children kindly and welcomingly. Pay special attention to children who have a hard time parting with their parents. Teach children to wash their hands before eating, roll up their sleeves, and wipe them dry with a personal towel. Introducing children to the construction corner.	Bird watching. What are they, shape, color, big and small. P/i "On the path." Purpose: to train children in walking in a limited area. Games for assignments (let's collect pebbles from the site).	Introducing children to the book corner. Viewing and reading the fairy tale “Ryaba Hen”. Goal: teach children to listen. Conversations with parents about how the child spent the day. Continue to teach children to remember the location of toys in the group room and put them in their place.
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A daily plan helps distribute development tasks between different activities

Table: example of daily planning in the second junior group (fragment)

Author	Pinchuk L.V., teacher at MBDOU D/s “Rodnichok”, Tambov.
Day of the week	Mode	Joint activities of adults and children, taking into account the integration of educational areas			Organization of a developmental environment for children’s independent activities (activity centers, all group rooms)
		Group, subgroup	Individual	Educational activities in special moments
Last week of September
Monday	Morning: reception of children; games; communication; morning exercises; preparation for breakfast; breakfast; activities after breakfast; preparation for OOD.	Outdoor game “Yellow (red) leaf, fly to me.” Game situation “Leaves in the garden.” Goals: introduce children to each other; learn to call peers by name; develop a sense of self-confidence.	Individual task for a child: “Bring a lot of leaves (one leaf).”	Plot game situation “Misha got his feet wet.” Goals: to develop children's spoken language and communication skills; make you want to help. Watching how autumn leaves fall (slowly in calm weather, quickly in windy weather), note the richness of the leaves' shades.		Didactic games: "Magic bag"; “Recognize and name vegetables.” Goal: enrich children's vocabulary and sensory experience.
	Organized educational activities	Drawing "Beautiful stairs." Goals: teach children to draw lines from top to bottom, draw them straight, without stopping; learn how to put paint on a brush, dip the entire bristles into the paint; remove excess paint from the edge of the jar; rinse the brush in water, dry the brush on a napkin; continue to introduce flowers.
		Music according to the music director's plan
	Preparing for a walk. Walk: games; observations; work; individual work; physical education and health work.	Game situation “Let’s help collect leaves.” Goals: to develop children’s coherent speech; cultivate a desire to help adults. Observing the work of a janitor. Goals: enrich children's vocabulary; make you want to help. Outdoor game "Let's Harvest"	“Pick up a leaf.” Conversation with children “What has autumn brought us?”	Examination of “Buds, flowers in a flowerbed.” Labor assignment. Goal: to help adults remove dried plants from a flowerbed or bed.		Children running along paths with fallen leaves, listening to their rustling. Invite children to choose one sheet they like.
	Work before bed	Developmental game situation “Vegetables, fruits, berries” (using the poem by Y. Tuvim “Vegetables”, the fairy tale by K. Ushinsky “Know how to wait”). Goals: show children that some vegetables are visible, they show off in the beds, others need to be looked for in the foliage; Invite children to examine vegetables: stroke (smooth turnip, rough cucumber), press (hard), taste.
	Evening: games; leisure; communication and activities based on interests; preparation for dinner.	Outdoor game “Sun and Rain”; Didactic game “Let’s collect a beautiful bouquet of leaves.”	With Polina B., Dima E. - conversation on the toy “Ball”, “Doll”.	Help situation “The mushrooms have scattered.” Goal: to develop interest in the actions of adults, the desire to help.		Looking at pictures on the topic “Where things grow” in a corner of nature.
	Walk	Labor assignment “Acorns and cones.” Goals: teach how to collect natural materials; maintain children's interest in figurative actions and comparisons: a cone looks like a hedgehog, an acorn has a hat like a person.
Tuesday	Morning: reception of children; games; communication; morning exercises; preparation for breakfast; breakfast; activities after breakfast; preparation for OOD.	Situation dramatization “Leaflets”. Goal: invite children to depict leaves flying in the wind. Didactic games: “Such a leaf”; “Leaflet, fly to me”; “Collect yellow leaves.” Goals: form color perception; encourage children to participate in joint activities; develop interest in natural objects and leaf fall.	Didactic game with children “What did Mishutka bring us?” Goal: to consolidate the names of familiar vegetables and fruits.	A game with folk collapsible toys “Collect mushrooms into a basket.” Goals: form game actions; learn to interact with adults and peers.		Didactic game “Find and name the vegetables in the picture.” Goal: to consolidate children’s knowledge about vegetables, their shape, size, color.
	Organized educational activities	FEMP "Quantity". Goal: to strengthen children’s ability to distinguish the number of objects using the words one, many, few.
		Motor activity according to the plan of the physical education instructor
	Preparing for a walk. Walk: games; observations; work; individual work; physical education and health work.	Observation “What grew in the garden?” Outdoor games: “Rain and leaves”; “The locomotive is taking us to the autumn forest.” Observation "Mushroom".	Teach pure sayings with children.	Labor assignment: help adults remove dried plants from a flowerbed or bed, put them in a cart and take them to a certain place.		Didactic game “Weave a wreath.” Goal: learn to make colorful paths from leaves.
	Work before bed	Hand washing with fun: Let's roll up our sleeves, open the tap - water. We took soap in our hands to wash away the germs. Wash your fingers and palms! Look at your palms, little ones. And we have palms! Clean palms!
	Evening: games; leisure; communication; activities of interest; preparing for meals; afternoon snack; dinner.	Conversation with children about the rules of behavior in the forest. Pantomime "Autumn Leaves".	Individual task for a child: “Take one toy (many toys).”	Children's stories "How we went to the forest." Goals: create the need to share your impressions; cultivate respect for the narrator.		Drawing from a stencil “What grows in the garden?”
	Walk	Low mobility game “Falling Leaves”. Objectives: consolidate knowledge about the color and size of autumn leaves; learn to move around the site, following the instructions given in a playful way; to specify the concept of “leaf fall”. Reading of the poem “Falling Leaves” by V. Mirovich.
Quote from: https://infourok.ru/plan-na-kazhdiy-den-vo-vtoroy-mladshey-gruppe-1764067.html

Daily planning helps track the dynamics of development goals

Lesson time plan

For children aged 1.5–4 years, any educational activity lasts 15 minutes. The teacher divides this time into 4 stages of working with the topic:

Introduction to learning the material, as well as motivating kids and updating the knowledge, skills and abilities that kids already have - up to 2 minutes.
The stage of presenting new information in conjunction with what children already know, as well as conducting physical education - up to 7 minutes.
Reinforcement of material in practical tasks - up to 4 minutes.
The summing up stage, including a positive assessment by the teacher of the activities of all children - up to 2 minutes.

Table: example of a lesson summary “Animals and their young” in the first junior group (fragment)

Author	Medvetskaya O., teacher of MBDOU D/s "Romashka", town. Ust-Abakan, Republic of Khakassia.
Introduction	Children stand in a semicircle, the teacher reads a poem. We will classify as domestic animals those with whom we live in close contact...>
Presentation of the material	<… Didactic game “Find the shadow”. Children match the shadow to the animals depicted on the presentation slides. Didactic game “Whose baby?” Children name the baby horse, cow, dog, etc. Finger gymnastics “Puppy”...> <... Didactic game “Who lives where?”. Q: Guys, do you think domestic animals could survive in the forest on their own? (No). Why? (There is no one to look after them). What danger awaits them? (They may be attacked by wild animals.) How does a person care for pets? (Feeds animals, prepares food for them, looks after them, builds houses)…>
Consolidation	<… Drawing “Kitten”. V.: Guys, let's draw a kitten. Only we will draw it in an unusual way, using the palm and the “dipping” method: a folded palm is the kitten’s body, fist-head, fingers-ears, eyes, nose, edge of the hand-paw, tail.
Summarizing	V.: Our lesson has come to an end. Today we learned a lot of new and interesting things about pets. Animals need to be given affection, care and love.
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Different types of games are used in development classes: didactic, mobile, finger and theatrical

Table: example of lesson notes “Visiting the cat” in the second junior group (fragment)

Author	Chekanova N. G., teacher at MBDOU D/s No. 1, Ozyorsk, Chelyabinsk region.
Introduction	The teacher invites the children to sit on the chairs, draws the children’s attention to the table, around which there are chairs, and toys sit on the chairs. V.: This is a house in which a cat and kitten live. Today is the little kitten's birthday. They are preparing to receive guests. The cat is setting the table, let's help her.
Presentation of the material	Q: What should you put on the table first? Children: Tablecloth. Q: What will we put in the middle and along the edges of the table? Children: Samovar, kettle, cups and saucers...> <... Knock on the door. V.: And here the guests have arrived. (The teacher goes to the door and brings in the duck and duckling). Guys, who is this? Children: Mother duck and little son duckling...> <... V.: It’s the kitten’s birthday, which means there will be a treat: fragrant tea and cookies. And now the animals invite you to play the game “Errands”...> <... V.: And now, guys, the animals will ask you riddles, and you will guess them according to the description. Duckling: It has a bottom and a handle. They drink tea from it. What is this? (Cup). Kitten: He has two arms and a nose. Water for tea is boiled in it, and it is pot-bellied. (Samovar)…> <… V.: And now the children will tell you their riddles. The teacher calls on those who want to ask a riddle. Helps children by whispering in their ears so that no one can hear. Everyone is heard.
Consolidation	V.: And now the animals want to play another game with you, “Whose voice is that?” Toys are played out - the voices of animals and their cubs - a rough, thin, soft voice.
Summarizing	The teacher thanks the kids for their work.
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Video: lesson on speech development on the topic “Hen and Chicks” in the first junior group

Video: FEMP lesson on the topic “Travel with Kolobok” in the second junior group

Developmental activities for young children 2-3 years old

A series of classes for children 2-3 years old “Matryoshka dolls came to visit us”

Author: Zhilichkina Maria Yuryevna, teacher-psychologist, MADOU kindergarten No. 66 “Yablonka”, Shchelkovo, Moscow region. Description of the material: I bring to your attention one of the scenarios for a series of classes for children 2-3 years old. The program for the development of young children developed by the author is based on communication and substantive activities, which are leading in early childhood, and is a system of integrated activities with children in all main areas of child upbringing and development. The program is compiled in the form of scenarios for a series of classes devoted to one topic. All parts of the scenario are performed at the discretion of the teacher during the day, depending on the emotional and physical state of the children. The structure of the lesson cycle scenario: 1. individual work during the morning reception 2. exercises 3. subject-cognitive activity 4. construction 5. speech development 6. productive activity (drawing or modeling) 7. acquaintance with fiction. Particular attention is paid to the development in children of the rudiments of curiosity, independence, activity, and initiative. Without these qualities, the development of a child’s creative abilities and the development of his personality are impossible. Purpose: This material will be useful to everyone who is interested in educational activities with young children, both in kindergartens and in private centers, at home. Goal: Development of young children. Objectives: Teach children to operate with a double matryoshka doll. Form the concepts of “big” and “small”. Learn to distinguish the four primary colors (red, blue, yellow, green). Learn to perform game movements to the music that correspond to the words. Practice running and walking in one direction. Teach children to tear small lumps of plasticine from a large one, roll them out lengthwise, first with their palms on the board, and then between their palms. Familiarize yourself with the details of building materials, teach how to construct elementary buildings according to a model of a certain size. Develop auditory and visual perception, attention, imagination, memory, mental operations. Develop active speech, encouraging statements. Foster friendly relationships between children and a desire to help. Materials: Large nesting doll, double nesting dolls for each child, multi-colored handkerchiefs: blue, red, yellow, green;
scarves in four primary colors, four boxes: red, blue, yellow, green; plasticine, damp cloths, pencils for examination. 7 bricks and 1 prism for each child. 1. Individual work with children, actions with objects “Matryoshka”
The Russian folk melody “Like ours at the gate” sounds. There are nesting dolls on the table. Teacher (addressing the baby): Hello, Masha. Do you hear how much fun our group has? Do you want to see who's having fun? Let's go have a look. Looks like who's having fun! (takes one nesting doll in his hands, showing it to the child)
.
This is a matryoshka doll. Look what a beautiful sundress she has, what a bright scarf. Show me, Mashenka, where the matryoshka’s mouth, nose and eyes are. Our nesting doll is dancing to cheerful music. Show her how she dances. Do you want to play with a matryoshka doll? Choose any one you like. The work is carried out similarly with each child.

2. Exercises with handkerchiefs.
Educator: Guys, look at the colorful handkerchiefs the nesting dolls brought. Here is a red handkerchief, here is a blue one... (shows)
.
Want to play with them? Crawl to the box of tissues, choose which one you like. 1st exercise. "For the handkerchiefs." Crawling in a given direction. 2nd exercise. “Wave your handkerchief.” Starting position: sitting, arms with a handkerchief lowered, legs straightened. Raise your hand with a handkerchief, wave it, lower it down. Do the same with the other hand (4 times). 3rd exercise.
“Show me the handkerchief.” Starting position: kneeling, handkerchief in hand behind your back.
Stretch your hands with a handkerchief forward. Take the starting position (4 times). 4th exercise.
“Put down the handkerchief.” Starting position: standing, arms down, handkerchief in one hand.
Sit down and put the scarf in front of you. Take the starting position. Show your hands and say: “No scarf.” Sit down, take a handkerchief. Take the starting position. Show the scarf, say: “Here is the scarf.” (4 times). 5th exercise. “We walk merrily with a handkerchief.” Walking with a teacher to music.

3. Subject-cognitive activity “Game with a matryoshka doll.”
The teacher attracts the children's attention with a large bright nesting doll.
I am a cheerful nesting doll, Okay, okay.
And in my ears there are earrings, Okay, okay. The teacher encourages you to clap your hands while saying the words “okay, okay.” Children sit at tables, each with a double doll. Teacher (shakes the nesting doll, says in surprise): What is this? The teacher opens the nesting doll and takes out another, smaller one. Educator: There was one toy, and now there are two. One (shows)
the big one is the mother-matryoshka, the other
(shows)
the small one is the daughter-matryoshka.
Take the small nesting doll out of the big one. Children perform an action. Educator: Say hello to your new toys. Hello, nesting dolls! The big nesting dolls went for a walk (the teacher puts the toy on the table and asks the kids to put the big nesting dolls in the middle of the table “on the meadow”). Educator: Mothers call their daughters to them: “Come to us.” It started to rain (the teacher hits the tambourine)
: Mother Matryoshka hides her little daughter
(the teacher opens a large toy and hides the little one in it)
.
Rain is not scary. Children perform similar actions.

4. Construction of a “House for Matryoshka Dolls”
Educator: Guys, the nesting dolls are asking you to build houses for them. For a large nesting doll - large, for a small one - small. A small house is built from two bricks placed on top of each other, and a triangular prism (roof) is placed on top. A large house is built from 4-5 bricks. Children build houses according to the model proposed by the teacher. Then the nesting dolls move into the houses.

5. Playing with scarves.
In different parts of the group, the teacher places 4 boxes of red, yellow, blue, green. The ends of scarves of the corresponding color peek out from each box: the red box has red scarves, the blue box has blue ones. Educator: Guys, look at what beautiful nesting doll boxes they brought for you. There are red scarves in the red box. Who wants to decorate themselves with a red scarf? The children take out their scarves.
The teacher helps the kids tie scarves: on girls’ heads, on boys’ necks. Let's look in the group for a box and scarves of a different color.
Our new friends, bright nesting dolls, want the kids to be as elegant as they are. Children look for boxes, dress up, admire, look in the mirror. Educator: You are like real nesting dolls. It's time to sing a song and dance. The Belarusian folk melody “This is how we dance” sounds.
Children dance, repeating the movements after the teacher. Eh, the nesting dolls are good, good, good.
Together we will dance from the heart, we will dance from the heart. Let's clap our hands, clap, clap, clap! Let's stomp our feet, stomp, stomp! Let's wave our hands one, two, three! Together with you we will dance from the heart! Educator: Now let’s put the scarves in their places. Red scarves in a red box. Vanya, which box will you put the scarf in? (The teacher makes sure that all children say the name of the color in a complete sentence)

6. Modeling “Pencils for nesting dolls”.
Educator: The nesting dolls love to draw and ask us to make toy pencils for them from plasticine. I’ll take a piece of plasticine, put it on my palm, cover it with my other palm and roll the plasticine between my palms. Look how the pencil turned out. What colour is he? I'll make another one. Do you like it, matryoshka? Do you want (addressing the children)
to help me? Let's just stretch our hands first. There are red pencils in a red glass, and green pencils in a green glass. Tanya, what color pencil did you take? Now let's roll them between our palms.

Children sit at tables and make pencils. The teacher, on behalf of the matryoshka, observes, gives advice, and expresses wishes.

7. Telling the fairy tale “Geese-Swans”.
Educator: Matryoshka dolls love to listen to fairy tales. Sit down and listen to about your sister and brother, how they escaped from the geese-swans and from Baba Yaga. The teacher tells a fairy tale using a magnetic theater.

Children 2-3 years old understand the speech of an adult addressed to them differently, begin to speak at different times, and have different experiences of object-based and play activities. At the same time, every child has certain skills, prerequisites and opportunities. And it is based on them that psychological and pedagogical work is organized.

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Monitoring the development of younger preschoolers in kindergarten

To assess the level of development of the child, monitoring is carried out in kindergarten twice a year (in January and May in the first junior group, and in September and May in the second), which includes an assessment of the child’s activity in all areas. The algorithm was established by the Federal State Educational Standard, compiled as part of the work of the preschool educational institution under the program “From Birth to School” and implies the analysis of such areas as:

cognition;
social and communicative development;
speech development;
artistic and aesthetic development;
physical development.

Diagnostics shows a successful or erroneous vector for achieving the child’s development goals

You can familiarize yourself with the diagnostic cards for the first junior group in the publication of teacher N. N. Lokuneva. Monitoring schemes for the second junior group are presented in the work of teacher E. P. Kozhina.

The specificity of the goals and objectives of educational activities in the first and second junior groups is determined by the developmental characteristics of children of this age. Children actively explore the world, learn to interact with peers and adults, and all this happens against the backdrop of active speech development. It is these areas that are the priority when developing classes for children aged 1.5–4 years.

Methodology for conducting developmental classes in the first and second junior groups